College Student Personnel and Academic Freedom for Students

The issue of academic freedom for students is frequently a source of heated controversy. In the emotionally charged atmosphere that surrounds this question the true nature and purpose of academic freedom are too often obscured. This discussion focuses attention on the philosophical and educational premises that underlie this concept and attempts to examine it from several frames of reference. A brief summary tracing the historical evolution of academic freedom for students to the present is developed and 8 common points of emphasis as interpreted from several current statements on the subject are outlined. An additional concern of some moment involving the relationship and responsibility of the college student personnel worker to these 8 significant points of common emphasis is noted.     

Perceptions of Major Roles by College Students

This study concerns women's and men's perceptions of five roles and role combinations: worker, spouse, parent, worker-spouse, and worker-parent. Undergraduates wrote stories to relevant projective cues. A variation of the Thematic Apperception Test was used. Protocols were coded for degree of (a) conflict, (b) positive outcome, and (c) positive affect, with inter-rater agreement at least 77% for each category. Sex and role differences were analyzed. Results indicate minimal sex differences. The tentative nature of the results is stressed.     

Professional Preparation of Junior and Senior College Student Personnel Administrators

Student personnel administrators from 48 junior colleges and 45 four-year institutions identified how they distributed their professional time, the importance they attributed to 15 job functions, the relative importance they attached to academic and on-the-job training in preparing for the 15 functions, and the substantive areas they felt appropriate for graduate programs to emphasize. While on-the-job training was generally viewed as more helpful than academic preparation, the latter was perceived as at least relevant to most administrative activities. There were some differences both in the type of training recommended and in the nature of the work done by the two groups of administrators. However, in view of their general similarity, it was concluded that the unique needs of each could probably be met in a single graduate program if requirements are reasonably flexible and if satisfactory practicum-internship facilities are available in both the junior and senior college settings.     

College Student Perceptions of Criminal Justice System Responses to Stalking

In the current study, a survey was administered to 513 U.S. undergraduate college students from a large east coast university to examine whether extra-legal factors influenced their personal judgments of criminal justice system responsiveness to stalking. MANOVA results indicated that students believed police and prosecutors would not treat analogous cases similarly (this bias was not apparent with judges). College students perceived that prior relationship and target/offender gender would impact arrest decisions, and that target/offender gender would also impact police investigations and the filing of criminal charges. Potential explanations and practical implications of these findings are discussed, as well as directions for future research.     

Perceptions of Assertiveness by High- and Low-Assertive Female College Students

The interpersonal effects of assertive and unassertive behavior on females who scored high and low in self-reported assertion were examined. Subjects from each of the two assertion categories individually interacted with a female confederate trained to act either assertively or unassertively in a structured manner. In analyzing the subjects' impressions of the confederate, no significant differences between high and low assertives on the dimensions of competence, task attraction, social attraction, likability, and desirability were found. Assertive responding appeared less salient to the observer assertee in more naturalistic conditions and its social impact seemed more attenuated when the assertive responding took on a relatively mild form that posed little or no direct social or personal risk to the receiver of the assertive behavior.     

Gender Differences in Gender-Role Perceptions Among Japanese College Students

This study investigated gender differences ingender role perceptions among contemporary Japanesecollege students. Originally, a total of 309 students(111 men and 198 women) rated the desirability of 60 items of the Japanese version of Bem SexRole Inventory for both men and women. One hundredfifty-nine students' desirability ratings for men and150 students' desirability ratings for women wererandomly selected. A significant gender difference wasfound only on the desirability ratings of feminine itemsfor men with the males having a higher mean score thanthe females (p < .001). There was no gender difference in the desirability ratings offeminine items for women and masculine items for men andfor women. Several possible explanations for the presentresults were discussed. A comparison of the present findings to the results of the previous study(Kashiwagi, 1974) was also discussed.     

Student Derogation of the Scholastic Aptitude Test: Biases in Perceptions and Presentations of College Board Scores

A consistent finding in laboratory research is that individuals are quite adept at dismissing and disavowing unfavorable feedback. Three studies extend this research to a nonlaboratory setting by examining how students who receive relatively low scores on the Scholastic Aptitude Test (SAT) respond to this "failure" feedback. Studies 1 and 2 revealed biases in both perceptions and presentations of test scores. Students with lower SAT scores regarded their score as invalid and also believed that a higher score would be more accurate. This was true even though actual SAT scores significantly predicted current college grade-point average (GPA), whereas the scores subjects estimated would be accurate did not. In addition, when reporting their SAT scores, students systematically inflated them, reporting scores higher than those they actually received. Study 3 suggests that the misreporting of SAT scores is attributable partly, but not entirely, to impression management.     

Student Personnel Work: A Profession Stillborn

In half a century, student personnel work has not achieved professional recognition on campuses. As evidence, basic literature is cited both quantitatively and qualitatively. Preoccupation with housekeeping functions remains a major reason for the field's low esteem. The personnel point of view provides an inadequate base for professional organization. Fragmentation into a growing number of specialties characterizes current developments. The early dreams of a profession of student personnel work cannot be realized.     

Life Satisfaction, Dieting Behavior, and Weight Perceptions among College Students

This study examined the relationships among perceived life satisfaction, perceptions of body weight, and dieting behaviors among 522 college students. Adjusted multiple logistic regression analyses and multivariate models constructed separately were utilized for this study. Perceptions of underweight and extreme worry over weight were significantly associated with dissatisfaction with life for both males and females (p < 0.01). However, vomiting; perceptions of overweight; binge eating behavior; extreme worry over binge eating behavior; and engaging in binge eating behavior for more than one year were significantly related to dissatisfaction with life for only females (p < 0.01). In addition, both males and females were less likely to self-identify problematic disordered eating, with males being particularly less likely to report concern over extreme dieting behaviors. Results suggest that carefully designed educational and intervention efforts for college students with eating disorders must take gender differences into account. Programs for males may need to differ from those for females in terms of recruitment, intervention integrity, and evaluation considerations.

大学生对医学教育环境知觉的年级差异

采用英国Dundee大学开发的DREEM量表,对我校医学教育环境进行测量,发现学生对医学教育环境知觉的规律性变化:学生的学习知觉随着年级增加而降低;学生的学术自我知觉随着年级的增加而增加;随着年级的增加,学生的考试作弊倾向也有所增加等,并有针对性地提出应对措施.     

Perceptions of Parenting Style Among College Students in India and the United States

Although a growing body of psychological literature has examined the influence of culture on parenting style, relatively less attention has been paid to gender differences in parenting style across cultures. The present study examined perceptions of parenting style as a function of participant’s culture, participant’s gender, and parent gender in college students in India and the United States. Using a new vignette-based self-report measure that characterizes each of Baumrind’s three parenting styles, participants rated perceptions of effectiveness, helpfulness, caring, and normativeness of each style. Contrary to expectation, results showed that Indian college students considered the parent demonstrating permissive parenting to be more effective and helpful than US college students. In contrast, US college students considered the parents demonstrating authoritative and authoritarian parenting to be more effective, helpful, and caring than Indian college students. A majority of Indian and US college students selected the parent demonstrating authoritative parenting as most similar to their own parents, and the type of parent they wish to be in the future. Females considered the parent demonstrating authoritative parenting to be more effective and helpful than males. Relatively few effects of parent gender were found.     

Stigma by Association: Perceptions of the Dating Partners of College Students With Physical Disabilities

In an investigation of stigma by association, 179 nondisabled students gave free-response and adjective checklist responses in one of four experimental conditions: stimulus person as dating partner of a disabled male, of a disabled female, of a nondisabled male, or of a nondisabled female college student. Adjective checklist results indicated that, as compared with the partners of nondisabled individuals, the partners of disabled individuals were perceived as significantly more trustworthy and nurturant. Content analysis of the free-response item showed that the partners of disabled individuals were more likely to be described as having nurturant qualities than the partners of nondisabled individuals and were less likely to be described as intelligent, sociable, or athletic. Discussion focuses on the significance of these results for understanding disability stigma by association and on the implications of these findings for interaction between individuals with and without disabilities.     

Outside the Classroom Walls: Perceptions of Professor Inappropriate Out-of-Class Conduct and Student Classroom Incivility among American Business Students

Under higher education’s contemporary consumer model, students are treated as customers and professors are encouraged to increase student engagement through more personal out-of-class interactions, often in social settings. In the course of this more personal student-faculty involvement, students inevitably encounter or learn of their professors’ occasional inappropriate or unethical behavior. In the present study, we investigated the impact of 145 American undergraduate Business students’ perceptions of their professors’ inappropriate out-of-class behavior on student beliefs and in-class behavior. Results indicate that student perceptions of professors engaging in inappropriate out-of-class behavior were associated with students viewing these professors as lower in ethical character and reporting a stronger likelihood of attending these professors’ classes under the influence of alcohol and illicit drugs, swearing and using vulgarity in these professors’ class discussions, and showing disregard for these professors’ rules, time, and effort. These relationships held even when student grade satisfaction and professor in-class behavior were accounted for. Our results suggest professors’ behavior outside the classroom may impact students’ behavior inside the classroom, re-igniting dialogue regarding the professorial role and the boundaries on oversight of that role. We offer suggestions as to how higher education may address these concerns without infringing upon professors’ personal freedoms.     

Ethical Perceptions of Field Sales Personnel: An Empirical Assessment

Much research attention has been directed over the past twenty-five years to ethical issues in marketing. One area of marketing that is gaining research interest is the selling arena. Despite the extant literature on selling ethics, few studies have focused on identifying situations that pose ethical problems for field sales personnel. This paper reports results of an investigation that examined salespeople's perceptions concerning what selling situations or practices are ethical questions, what situations are presently addressed by company policies, and what situations should be addressed by company policies. Findings reveal that salespersons seemingly are desirous of receiving more management guidance than they currently are receiving regarding their ethical concerns. Implications for managers and researchers are provided.